Relationship Between Aggression, Bullying, Suicidal Ideation & Academic Achievement Among University Students

Abstract

Universities play a crucial role in shaping students’ intellectual and personal growth, offering them the opportunity to deepen their knowledge and develop essential life skills. However, bullying within university settings remains a serious issue that can negatively impact students’ mental health and academic performance. This study aimed to explore the relationship between aggression, bullying behavior, suicidal ideation, and academic achievement among university students. A total sample of 200 students (100 males and 100 females) between the ages of 18 and 25 participated in the research, selected through a stratified sampling technique. The tools used for data collection included the Aggression Scale, Bullying Scale, and Beck’s Suicidal Ideation Scale, while academic achievement was assessed through students’ grades or CGPA. Data were analyzed using SPSS version 25, applying Pearson correlation to examine relationships among variables and t-tests to assess gender differences. The findings revealed a significant positive correlation between bullying behavior and both aggression and suicidal ideation, while a negative correlation was observed between bullying and academic achievement. Descriptive statistics showed that males scored higher on aggression and bullying, whereas females scored higher on suicidal ideation and academic performance. The study suggests that bullying is more prevalent among male students and that those exposed to or involved in bullying are at greater risk of aggressive behavior, suicidal thoughts, and poor academic outcomes. It emphasizes the need for universities, in collaboration with human rights organizations and mental health professionals, to implement preventive strategies, psychological counseling, and awareness programs to foster a safer and more supportive academic environment.